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Addressing the big picture: Deaf children and reading assessments
Author(s) -
GreeneWoods Ashley,
Delgado Natalie
Publication year - 2020
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22285
Subject(s) - fluency , psychology , reading (process) , literacy , special education , mathematics education , deaf education , pedagogy , developmental psychology , linguistics , philosophy , sign language
In the field of education, there is a great emphasis placed on literacy, from reading fluency to writing. There are various approaches that teachers can use in their classroom to design and identify needed areas of instruction, but these approaches do not always apply to Deaf Education. The act of using the same assessments throughout all student populations presents some potential issues, particularly the question of whether or not the students’ actual literacy abilities are being identified. The focus is to spotlight a frequently used approach for measuring reading fluency and present an alternative approach.